Do students consider screencast group feedback to be beneficial to their learning and development? An analysis of student opinions of receiving group feedback relating to formative assessment.

Description

Research has highlighted the benefits of more innovative feedback, with podcast, video and screencast feedback being well received by students. However, researchers have also identified drawbacks associated with providing screencasts and videos, not least the amount of time it takes to provide such feedback. Marriott and Teoh (2012) found it took a lecturer approximately 30½ hours to record one short (approx. 3 minutes) screencast per student for a cohort of 147 students.

This presents a problem. As we strive to deliver feedback in ways that improve student learning and engagement, we are faced with increasing class sizes. As such, it can be difficult to use novel and innovative methods to provide feedback to individual students on a timely basis. This study will investigate the potential of providing screencast feedback to the whole class at the same time, rather than providing individual screencast recordings for each student. The study aims to investigate whether it is possible to retain the positive and well-received attributes of screencast feedback without creating an onerous workload for the lecturer.

Period	15 Nov 2017
Event title	University of Winchester Learning Lunch (2017-18 series): null
Event type	Other
Location	Winchester, United Kingdom